Purpose== To explain how the sun is the main contributor and to earth's energy system, and how all processes, including those of fluid spheres, ultimately lead back to the sun.
To remind us that wind, ocean currents, and mountain ranges affect the world's different climates.
To point out that weather can vary within climates via different fluid sphere systems, to bring weather patterns.==
National Standards:
Energy in Earth System 12DESS1.3 Heating of earth’s surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. 12DESS1.4 Global climate is determined by energy transfer from the sun at and near the earth’s surface. This energy transfer is influenced by dynamic processes such as cloud cover and the earth’s rotation, and static conditions such as the position of mountain ranges and oceans.
Context of Lesson:
Students will be introduced to hurricanes and their damages they cause, and how they are affected by the coriolis effect.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Students will be familiar with the factors influencing hurricanes, but not their causes. Students are expected to not know how hurricanes are formed, which will be discussed in a later lesson.
Plans for Differentiating Instruction
Students will be presented with numerical figures that relate to more recent events, which ties to a historical approach to teaching science. A class discussion during the lesson's engagement will trigger the minds of students who learn best when hearing, thinking and interacting with their peers.
Accommodations and modifications
The class discussion will be monitored via student participation observations to see if students are understanding the concept presented. Visual tables will be provided and analyzed to put content into perspective. Readings will be discussed and summarized aloud to help students with reading disabilities understand the concepts presented in class.
Environmental factors
This lesson is catered towards student/peer interactions.
We will make a list on the board of important things that students recognize.
Then compare these figures
top insurance losses to property value in past (decade?)
disaster
$ 46.3 billion
Hurricane Katrina
2004
$35.5 billion
9/11
2001
$23.2 billion
Hurricane Andrew
1992
$ 15-25 billion
Hurricane Ike
2008
Ask students to tell me which events they are familiar with and which they do not know. Recognize tragedy of 9/11
Engagement:
Activity 2: Discovering where Hurricanes exist
Question 1 posed:Where in North America do severe hurricanes seem most frequent?
Expected Answer: Florida, Texas and Houston area, NY and South Carolina are some states
Question 2 posed: What do all these areas share that makes hurricane damage so bad, or that even causes hurricanes to be created in the first place?
Expected Answer: All these areas are warm. All these areas are densely populated. People keep urbanizing in dangerous areas.
Question 3 posed: How would increased urbanization effect the hurricane risk factor of people living there? Would it increase or decrease their risk?
Expected Answer: It would increase it because the more populated a region gets, the more room there is for damage when a hurricane forms.
Expansion: This is an important factor for families/individuals to consider when looking for places to live.
Question 4 posed: Knowing what these places have in common, what do you think a main source would be for a hurricane to form?
Expected Answer: Warmth
Question 5 posed: Where does the warmth come from?
Wait for an answer... don't give it to them.
Expected Answer: The sun, of course!
Let's think back to why so many thunderstorms form over Flordia. Does anyone remember the reason? If you remember the reason, you know where hurricanes get their energy from. All you need is a little tweaking of the concept.
Expected Answer: none
Expansion: Have students look back to their notes, or if it is not in their notes, have them take notes now.
On the board: Draw a picture of Flordia and ask where thunderstorms get their energy from and How?
Expected Answer: The sun heats the air, which now stores energy that the storm can harness or use to its advantage.
Then Have students label on the board to big sources of heat... which will be the Gulf of Mexico and the Atlantic, where warm waters exist.
With this hint, who can tell the class how a hurricane would obtain its energy? Just as thunderstorms get their energy from heated water by means of the sun, hurricanes get their energy source the same way.
Together, class and teacher will figure out which way they rotate because of the Coriolis force?
Create a diagram on the board.
Closure:
Read aloud selected sections of the National Geographic Haiti article and have them relate it to the article they read in the beginning of class.
Students will discuss National Georaphic article and talk about possible hurricane influences.
Assessment:
Students will be required to hand in a hard copy of hurricane rotation in the northern hemisphere or can show the class using a globe or on the board the way hurricanes rotate in the North vs. South hemi.
Hurricanes
State Standards: GLEs/GSEs
Purpose== To explain how the sun is the main contributor and to earth's energy system, and how all processes, including those of fluid spheres, ultimately lead back to the sun.To remind us that wind, ocean currents, and mountain ranges affect the world's different climates.
To point out that weather can vary within climates via different fluid sphere systems, to bring weather patterns.==
National Standards:
Energy in Earth System12DESS1.3 Heating of earth’s surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.
12DESS1.4 Global climate is determined by energy transfer from the sun at and near the earth’s surface. This energy transfer is influenced by dynamic processes such as cloud cover and the earth’s rotation, and static conditions such as the position of mountain ranges and oceans.
Context of Lesson:
Students will be introduced to hurricanes and their damages they cause, and how they are affected by the coriolis effect.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Students will be familiar with the factors influencing hurricanes, but not their causes. Students are expected to not know how hurricanes are formed, which will be discussed in a later lesson.Plans for Differentiating Instruction
Students will be presented with numerical figures that relate to more recent events, which ties to a historical approach to teaching science. A class discussion during the lesson's engagement will trigger the minds of students who learn best when hearing, thinking and interacting with their peers.Accommodations and modifications
The class discussion will be monitored via student participation observations to see if students are understanding the concept presented. Visual tables will be provided and analyzed to put content into perspective. Readings will be discussed and summarized aloud to help students with reading disabilities understand the concepts presented in class.Environmental factors
This lesson is catered towards student/peer interactions.Materials
Objectives:
You will be able to:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: